<p> Making Connections</p><p>Developed by </p><p>Jenny Smith & Tammy Harbaugh</p><p> jenny.smith@olympia tamara.harbaugh@olympia</p><p>Olympia Middle School</p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>Introduction</p><p>Grade Level: 7th Grade</p><p>Subject Matter: Reading</p><p>Purpose: Through this activity students will strengthen their knowledge of historical fiction in order to eventually gain a greater understanding of Sacagawea’s life and her role in the Lewis and Clark expedition. State Standards: English Languag Arts</p><p>2.B.3a Respond to literary material from personal, creative and critical points of view </p><p>2.A.3b Describe how the development of them, character, plot and setting contribute to the overall impact of a piece of literature </p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>The Task</p><p>Most people understand the meaning of the word history.</p><p>Most could also tell you why a book would be considered </p><p> fiction. But how many people really know what historical </p><p> fiction actually is? What makes a piece of writing </p><p> historical fiction rather than simply fiction? Through </p><p> the following web quest students will gain a greater </p><p> understanding of historical fiction and will be able to differentiate between the factual and embellished </p><p> information within a historical fiction piece of writing. </p><p>This activity will serve as a bridge between the students’ </p><p> study of Lewis and Clark in Social Studies and the novel </p><p>Streams to the River, River to the Sea about the life of </p><p>Sacagawea, an important person involved in their </p><p> expedition. </p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>Process</p><p>Lesson: (1 class period) – Historical Fiction Introduction</p><p>1. View the power point (Making Connections) to provide a definition and </p><p> pictures for the following activities.</p><p>2. As a class, students will discuss historical fiction. What is historical </p><p> fictional? What makes it different from a fictional story? </p><p>3. Students will then view pictures of a variety of famous people throughout</p><p> history (power point). For each person record all of the factual information that students are able to generate through a class </p><p> discussion.</p><p>4. Read the story Abe Lincoln’s Hat, by Martha Brenner aloud to the class. </p><p>5. Then as a class compose a list of the factual information from within the </p><p> story. Along with this list also identify the parts of the story that make </p><p> it historical fiction (the fictional aspects).</p><p>6. Students should then break up into groups of two or three. Give each </p><p> group a historical fiction picture book. </p><p>7. As a group students should create their own list of the factual </p><p> information within their particular story. They should list as many facts </p><p> as they can find.</p><p>8. Then they should organize a second list of fictional information that was </p><p> probably added to create a more interesting story.</p><p>9. When the activity is complete the groups should share the information </p><p> that they came up with. At this point students should help their </p><p> classmates by adding any suggestions or questioning information that </p><p> they feel may have been placed in the wrong category. </p><p>10. To conclude this activity, students will view the final picture provided in </p><p> the power point. Independently students will write at least 8 facts about</p><p> the picture.</p><p>11. Then, using what they have learned about historical fiction they should </p><p> add some fictional information to these facts to create a paragraph that </p><p> could be found in a historical fiction story.</p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>Evaluation</p><p>Beginning Developing Accomplishe Exemplary Grading Rubric d 1 2 4 3 Informal Group Assessment Identified 10 Factual Information Identified 2-3 Identified 4-6 Identified 7- or more from story factual factual 10 factual factual examples examples examples examples Identified 6 Identified 1-2 Identified 2-3 Identified 4-5 or more fictional fictional fictional Extra information list fictional details details details details Formal Independent Assessment Identified 6 Factual information Identified 1-2 Identified 2-3 Identified 4-5 or more from picture factual factual factual factual examples examples examples examples Historical fiction Paragraph is Paragraph Paragraph Well paragraph vague and includes included developed contains few some of the many of the paragraph if any of the following: following: including a following: historical historical historical historical event, event, event, event, person, time person, time person, time person, time period, period, period, and period, and setting, and setting, and setting, setting, and embellishes embellishes which does not embellishes embellish the facts to some facts many facts factual interest a information reader</p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>Conclusion</p><p>These activities were done to provide a background of </p><p> historical fiction. This background will help students </p><p> make connections from what they are studying in social </p><p> studies, language arts, and reading. Students will be </p><p> reading the historical fiction novel, Streams to the River,</p><p>River to the Sea, by Scott O’Dell. It took many people to</p><p> make the Lewis and Clark expedition a success and one </p><p> person who played a major role was Sacagawea. The </p><p> novel Streams to the River, River to the Sea provides a </p><p> glimpse into the life of Sacagawea and explains her role </p><p> within the expedition. Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>Teacher Resources</p><p>Power Point – Making Connections</p><p>Abe Lincoln’s Hat, by Martha Brenner</p><p>Multiple historical fiction picture books</p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p><p>Credits</p><p>Image Description URL Sacajawea, the bird http://memory.loc.gov/cgi-bin/query/r? woman ammem/hawp:@field(NUMBER+@band(codhawp+10033784))</p><p>Western History/Genealogy Department, Denver Public Library Home of the River Crows / http://memory.loc.gov/cgi-bin/query/r? Throssel ammem/hawp:@field(NUMBER+@band(codhawp+10031211))</p><p>Western History/Genealogy Department, Denver Public Library [Harriet Tubman, full- http://memory.loc.gov/cgi-bin/query/r? length portrait, seated in ammem/awhbib:@field(NUMBER+@od1(ppmsca+02909)) chair, facing front, probably at her home in Auburn, New York].</p><p>No known restrictions on publication.</p><p>George Washington http://memory.loc.gov/cgi-bin/query/r? woodcut ammem/eaa:@field(DOCID+@lit(A0073))</p><p>Advertising Ephemera Collection - Database #A0160. Emergence of Advertising On-Line Project, John W. Hartman Center for Sales, Advertising & Marketing History. Duke University Rare Book, Manuscript, and Special Collections Library. http://scriptorium.lib.duke.edu/eaa/ [Postcard of Abraham http://memory.loc.gov/cgi-bin/query/r? Lincoln statue with suffrage ammem/nawbib:@field(NUMBER+@od1(rbnawsa+n900a)) caption]</p><p>Library of Congress, Rare Book and Special Collections Division, National American Woman Suffrage Association Collection Man dressed as Paul http://memory.loc.gov/cgi-bin/query/r? Revere, riding a horse on ammem/cdn:@field(NUMBER+@band(ichicdn+n067854)) Michigan Avenue, looking north].</p><p>DN-0067854, Chicago Daily News negatives collection, Chicago Historical Society. John Howard Griffin, author of http://sdrcdata.lib.uiowa.edu/libsdrc/details.jsp?id=/griffinjh/1 “Black Like Me”</p><p>The University Libraries, The University of Iowa. Copyright (c) 2000. The University of Iowa. All rights reserved.</p><p>Introduction | Task | Process | Evaluation | Conclusion | Teacher Resources | Credits</p>